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CHAPTER 1: RESEARCH
INTRODUCTION
KEY TERMS:
st century- this era covers the year 2001 to
) 21st
st century according to the
2100. The 21st
perspective of History marks the postmodern era
since in this epoch, there is a tremendous
developments on technology and existence of
virtual reality (Jean Baudrillard).
) Pedagogy- this is a formal denotation of
The following terminologies
teaching profession. Pedagogy entails all principles
are the significant words
found in the research study: and maxims regarding teaching.
) Pedagogical Strategies- this is a formal
denotation of teaching strategies in which can be
synonymous to teaching styles and teaching
method. Pedagogical strategies refer to the set of
plans formulated by the teacher to deliver the
lesson effectively and efficiently.
) Elementary Teacher- In Philippine educational
IN EDUCATION:
Multimedia Facility in Teaching
Integrated Method of Teaching
(Inductive-Deductive Approach &
Operant Conditioning in Learning
by Skinner)
Active Learning (Learner-centered
Approach)
Multi-Tasking of the Teacher
High Competency Development
For the Teacher
DAGUPAN CITY
Country
About The
Learning Style in
21st Century
Students are autonomous (Let
the child learn on his own)
Active Learning (Experiential
Learning, John Dewey) NOT
Passive Learning
Group Dynamics and Hands-on
Activities Rather than
Memorization of the Lesson
Involve in Community
Activities such as tree-planting,
garbage segregation, etc.
WHY?
A PARADIGM SHIFTLearning must be
PURPOSEFUL rather than
theoretical. To LIVE is To
LEARN!
TREND IN
TEACHING
STRATEGY
Innovative styles of teaching
significantly outperforms traditional
teaching styles. (Khurshid & Ansari,
2012)
Human cognitive ability is pluralistic
rather than unitary and that learners of
any subject will make greater progress
if they have the opportunity to use
their areas of strength to master the
necessary material. It is also
recommended that teachers use a wide
variety of ways to deal with the subject
because genuine understanding is
most likely to emerge and be apparent
to others. (Gardner, 1991)
Innovative
Teaching
Styles
Traditional Teaching
Styles
BRIEF COMPARISON
TRADITIONAL / CONVENTIONAL
PEDAGOGICAL STRATEGIES
STUDENT: Passive Role in Learning (Receiver of
Knowledge)
Traditional
Teaching
Strategies
C
O
M
P
L
E
M
E
N
T
A
T
I
O
N
Innovative
Teaching
Strategies
STATEMENT OF THE
PROBLEM
This section
discusses the core
problems of the
research study:
1.) The most common type of traditional teaching style for the 21st century
academe is lecture method conducted by the teacher aided with the boardand-chalk technique.
2.) The most common type of innovative teaching the 21st century academe is
the interactive method of the teacher and students through lecture-discussion
facilitated by the usage of more illustrative charts, slide shows and video clips.
3.) Assessment methods manifested through role playing, group discourse,
flash card drills, experiments and puzzles are increasingly significant for the
evaluation of the learners comprehension level on a particular lesson.
RESEARCH HYPOTHESIS:
4.) The teacher in the 21st century educational context is becoming more
democratic. Elementary teachers are becoming less authoritative toward their
students since they are empowered to enhance the cognitive level of the
children based on self-discovery approach.
5.) Pedagogical perceptions of elementary teachers in Dagupan City is more
of social in nature rather than personal.
6.) Perceptions to learning of elementary teachers in Dagupan City is highly
transformational in nature.
7.) The elementary teachers perception to pedagogy and academic learning
affects their style in teaching.
SCOPE AND
DELIMITATION
This discusses the coverage
of the research study.
PUBLISHED RESEARCHES:
There is a strong consensus that high performance in education systems
Regarding Pedagogy
(The Art of Teaching)
&
Education
Standards of Effective
Pedagogy:
Regarding Teaching
Styles
Teaching methods used in the class have imperative role in learning and
producing skilled and knowledgeable students. In Pakistani schools, two
types of teaching methods are being used; innovative and traditional. In
most of the schools, especially located in low-privileged areas, students
are still attended by traditional teaching methods which are impeding their
intellectual growth. On the other hand, innovative teaching methods
facilitate the intellectual growth by developing critical thinking and
creativity. (Umer and Siddiqui, 2013)
Innovative teaching methods initiates student-centered learning,
therefore, this teaching styles embraces the practices of active teaching
skills. Active, or experiential, teaching is a student-centered approach to
teaching. It includes any technique that involves the students in the
learning process and holds students responsible for their own learning
(Bonwell & Eison, 1991; Michel, et al, 2009; Yoder & Hochevar, 2005).
Research on Learning
Styles
Weimer (2002)
Researches on Advantages of
Innovative Teaching Style
HOWEVER
Though tradition teaching is very rigid in practice, current researches by Saint Louis
University-School of Teacher Education headed by Espique (2013) shows that traditional
delivery of the lesson could outperforms the modernized method. In fact, chalk-and-board
technique surpasses the modernized way such as slideshow presentation in delivering the
subject matter. According to findings, learners could easily remember the concepts if these
were written by the teacher in the blackboard. Thus, theory of attachment in learning
applies to this scenario. Moreover, the research of Vaishnav (2013) prove that majority cases
of student learning are visual in manner meaning students could learn well if they can see
the object discussed and reenact them to their daily activities. Therefore, chalk-and-board
technique can be concluded as still effective method of teaching.
LECTURE METHOD
Generalization:
The research study adds to
the literature the following
active teaching methods with
elaborative discussion (also
known as the innovative
methods) as cited in the work
of Hackathorn, et al. (2011)
DEMONSTRATION
DISCUSSION
IN-CLASS
ACTIVITIES
SYNTHESIS OF THE
RESEARCH:
Considering the socio-economic status in
the locus of study, though the educational
system is trying to cope with the changing
needs of the society, there is always the
presence or traces of financial
insufficiency so the teachers are obliged
to strategize the techniques in delivering the
subject matter. Innovative methods in
teaching are becoming ubiquitous yet due
to financial limitations, these are not fully
implemented by the educators.
(COMPLEMENTATION OF TEACHING
STYLES)
Innovative
and
Conventio
nal
Teaching
Styles
THEORETICAL FRAMEWORK:
The conceptual framework of the research study
considers the teaching styles as the independent
variable influencing the dependent variable which
is the holistic learning development of the child.
As provided by the illustration, the research study
focuses on the traditional and innovative teaching
strategies applied by the elementary teachers in
Dagupan City, Pangasinan that contribute to the
holistic learning process of the young learners.
Moreover, the research study considers the fact that
whether traditional or innovative styles of
teaching, these are enormously influenced by the
21st century condition most especially by the
advancements in technology and by philosophical
upbringing of the people.
Research Paradigm:
Accordingly, research paradigm as distinguished with
the research design elaborates the processes performed
by the researcher in the study. The research paradigm
also entails the flow of the entire research process.
Research Methods:
The researcher adapted the quantitative research design as required by
the research study itself. Regarding the data collection process, the
researcher both utilized primary sources such as casual interview of
some teacher-respondents and objective observation particularly
non-participant observation and secondary sources such as
published researches relating to the subject matter. The researcher
used survey-questionnaire with five sub-components addressing the
research problem. Considering research ethical standards, the
researcher recorded short descriptions about the respondents. The
researcher ensured the plausibility of each respondent by verifying the
list of teaching staffs in the district located at the registrar of the
education district office in Dagupan City.
Research Design
Descriptive-Historical
Page 1 of
Page 2 of Questionnaire:
Page 3 of Questionnaire
For listening..
Mabuhay
Pangasinan!